A Portrait of K-12 Music Education in the Philippines: Conversations with Practitioners

This study provides an overview of the current K-12 music education practices in the Philippines. Data were primarily collected through individual interviews with music teachers working in public and private schools as well as university music professors (N=24). Government documents were also consulted. Inductive coding was used to qualitatively analyze the transcripts of the interviews. Results indicated teachers have inconsistent access to materials, instruments and professional development based on their schools’ financial resources and proximity to urban centers. The inclusion of Music within the MAPEH (Music, Arts, Physical Education and Health) grouping of the K-12 curriculum has also diminished the effectiveness of music instruction in many schools because teachers are not required to have rigorous training in music education and the regularity of music classes is often affected. The interviews illuminated the dedication of music teachers despite the challenges they face as well as the lack of communication and disconnect amongst the country's stakeholders in music education: the Department of Education, the universities, and the teachers.